Study Guide for First Exam

Study Guide for First Hour Exam
February 25, 2014

Should be able to identify (e.g, name, occupation, locale, era, institutional affiliation, writings (if any), relevance to our course) the following individuals:

Thomas Aquinas
Martin Luther
King Henry VIII
Thomas More
John Calvin
Jacob Arminius
William Laud
John Winthrop
Thomas Shepard
John Harvard
John Cotton
Roger Williams
Anne Hutchinson
Thomas Shepard
John Harvard
John Cotton
Roger Williams
Anne Hutchinson
Robert Keayne
James Blair
Increase Mather
Cotton Mather
Elihu Yale
Thomas Clap
George Whitefield
Benjamin Franklin
Jonathan Edwards
William Tennent
George Tennent
James Davenport
John Dickinson
William Livingston
James DeLancey
Samuel Johnson
Myles Cooper
John Witherspoon
John Vardill

John Jay
Governeur Morris
Alexander Hamilton
Eleazar Wheelock
DeWitt Clinton
William Samuel Johnson
Thomas Jefferson
Jeremiah Day
Alexis De Tocqueville
James Renwick
Josiah Quincy
Francis Wayland
Joseph Sheffield
Abbott Lawrence
Wolcott Gibbs
Alexander Dallas Bache
Joseph Henry

 

   
   

 

 

 

 

Should be able to identify the following institutions with the same specificity (locale, founding era,  distinctive features and significance for our purposes)

University of Bologna
University of Paris
Oxford University
Cambridge University
Emmanuel College
Trinity College
Harvard College
College of William and Mary
Yale College
Log College
Shepherd’s Tent
College of New  Jersey
King’s College
College of Philadelphia
College of Rhode Island
Queen’s College
Dartmouth College
Columbia College
Union College
West Point
Rensselaer Polytechnic Institute
American Association for the Advancement of Science
The Smithsonian Institution

Documents:
New Englands First Fruits
Independent Reflector
“Advertisements for the Beginning of a College in New York City”
“Address to the Inhabitants of Jamaica on behalf of  the College of New Jersey”
Yale Report of 1828

Concepts
Internal Governance/External Governance
Student power/student sovereignty
Elizabethan Settlement
Calvinism
Arminianism
Antinomianism
Congregationalism
Presbyterianism
Established churches
Revivalist/Evangelical/Awakening  Protestantism
Knickerbockers
“natural aristocracy of talent and virtue”
Unitarianism
Anti-licensing movement
Classical/fixed curriculum
Elective system

 

Big Stuff/Essay Stuff

The carryover from medieval universities to colonial colleges
The Protestant/dissenting character of early American colleges
The mission(s) of early American colleges
The financing of EACs
the logic of the curriculum of EACs
The social utility of EACs
The impact of the Great Awakening on American higher education
American colleges and the American Revolution
The limits of denominationalism for colonial colleges? For post-revolutionary colleges?
The early Republican colleges and the states
What makes a college in the early 19th century  “private,” what “public”?
The role of the federal government in ante-bellum higher education
Who was really in charge of Jacksonian colleges?
Did the colleges of the Jacksonian period “retrogress”?
What kept Columbia College from breaking out of the óld-time-college”   pack in the 1840s and 1850s?
The driving forces behind the college reform

About Robert McCaughey

Professor of History, Barnard College. Current scholarly interests center on the social history of American academic life and early American maritime history. Once a marathoner, now a pretty sedentary sailor of a 28' Alerion sloop.
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